OSD Students Will
Outcome 1:
Be compassionate and kind.
Board Monitoring Report 6/9/2022
Outcome 2:
Have the academic and life skills to pursue their individual career, civic and
educational goals.
Board Monitoring Report 1/27/2022
Outcome 3:
Advocate for the social, physical and mental wellness of themselves and others and
be hopeful about the future.
Board Monitoring Report 4/14/2022
Outcome 4:
Have the skills, knowledge and courage to identify and confront personal, systemic
and societal bias.
Board Monitoring Report 3/10/2022
Outcome 5:
Discover their passions, be curious and love learning.
Board Monitoring Report 2/10/2022
Outcome 6:
Be critical thinkers who contribute to and collaborate with our local, global and
natural world.
Board Monitoring Report 10/26/2021
Capital School Improvement Plan (2022-23)
Outcome 1: Be compassionate and kind.
- Be aware of and appreciate one’s similarities and differences with others.
- Listen well and cooperate with others.
- Demonstrate awareness of one’s own thoughts and emotions and how they impact behavior.
- Express emotions, thoughts and impulses in positive and beneficial ways.
- Resolve conflicts and repair relationships.
Metric
· We will increase the percentage of students who identify positive feelings from 50% to 55% as measured by the OSD Panorama Survey by the end of the 22-23 school year.
· We will increase the percentage of students who identify how well they regulate their emotions from 53% to 56% as measured by OSD Panorama Survey by the end of the 22-23 school year.
· We will reduce the number of behavior/discipline referrals in second semester (compared to first semester) by 10% by effective school wide implementation of MTSS.
· We will reduce the exclusion rates of 4-5 days by 10% compared to the 2019-20 rate of 42.1% by effective school wide implementation of MTSS.
· We will establish a Restorative Justice Action club with a minimum of 15 active student members by the beginning of second semester.
· We will increase the percentage of students who identify how well they regulate their emotions from 53% to 56% as measured by OSD Panorama Survey by the end of the 22-23 school year.
· We will reduce the number of behavior/discipline referrals in second semester (compared to first semester) by 10% by effective school wide implementation of MTSS.
· We will reduce the exclusion rates of 4-5 days by 10% compared to the 2019-20 rate of 42.1% by effective school wide implementation of MTSS.
· We will establish a Restorative Justice Action club with a minimum of 15 active student members by the beginning of second semester.
Goal
1. Establish/revamp the Care Team to a Multi-Disciplinary Team utilizing MTSS protocols to address students needs and foster an environment of support and care based on screeners: Academic, Behavior, Attendance and SEL.
2. Foster a culture of Equity through the development and implementation of multi-tiered systems of support which focuses on early intervention for struggling learners.
3. Build Social Awareness by developing effective Advisory Lessons via weekly Advisory Team meeting which include: Second Step, Character Strong, SEL, Community Building, Self Care, Promoting Healthy Lifestyle, Civility and Kindness.
2. Foster a culture of Equity through the development and implementation of multi-tiered systems of support which focuses on early intervention for struggling learners.
3. Build Social Awareness by developing effective Advisory Lessons via weekly Advisory Team meeting which include: Second Step, Character Strong, SEL, Community Building, Self Care, Promoting Healthy Lifestyle, Civility and Kindness.
Action Plan
1. We will increase the percentage of students who identify positive feelings from 50% to 55% as measured by the OSD Panorama Survey by the end of the 22-23 school year by utilizing Advisory for lessons and coaching and implementing MTSS.
2. We will increase the percentage of students who identify how well they regulate their emotions from 53% to 56% as measured by OSD Panorama Survey by the end of the 22-23 school year by utilizing Advisory Time for lessons and coaching and implementing MTSS.
3. Working with OSPI and ESD 113, establish a functional MTSS at Capital High School facilitated through the counseling center which includes MDT referral, teacher input and collaboration, Tier I interventions, and early proactive response for struggling students.
4. Revamp the Restorative Justice Center to authentically and effectively deploy the principles of RJ and establish a RJ Action club led by students.
5. Develop effective Advisory Lessons via weekly Advisory Team meeting which include: Second Step, Character Strong, SEL, Community Building, Self Care, Promoting Healthy Lifestyle, Civility and Kindness.
2. We will increase the percentage of students who identify how well they regulate their emotions from 53% to 56% as measured by OSD Panorama Survey by the end of the 22-23 school year by utilizing Advisory Time for lessons and coaching and implementing MTSS.
3. Working with OSPI and ESD 113, establish a functional MTSS at Capital High School facilitated through the counseling center which includes MDT referral, teacher input and collaboration, Tier I interventions, and early proactive response for struggling students.
4. Revamp the Restorative Justice Center to authentically and effectively deploy the principles of RJ and establish a RJ Action club led by students.
5. Develop effective Advisory Lessons via weekly Advisory Team meeting which include: Second Step, Character Strong, SEL, Community Building, Self Care, Promoting Healthy Lifestyle, Civility and Kindness.
Outcome 2: Have the academic and life skills to pursue their individual career, civic and educational goals.
- Read, write and speak effectively for a wide range of purposes, including the interpretation and analysis of both literary and informational texts.
- Know and apply mathematics to a level of fluency that ensures a broad range of post-secondary opportunities and career choices.
- Use analytic and scientific principles to draw sound conclusions.
- Analyze multiple causal factors that shape major events in history.
- Exit with a personalized post-secondary transition plan for work, career and/or college, and complete the first steps toward achieving post-secondary goals before graduation.
- Develop and use conceptual understanding, exploring knowledge across a range of disciplines, and engage with issues and ideas that have local and global significance.
- Problem solve using both creative and critical thinking skills.
- Demonstrate continuous growth across the disciplines to meet or exceed academic learning standards and work toward graduation.
- Apply reliable information and systematic decision making to personal financial decisions.
Metric
1. Restore the 9th grade on-track to graduation to pre-pandemic level of 89% or greater.
2. Restore attendance rate from 75.9% to pre-pandemic rate of 82.9%.
3. Maintain or exceed current graduation rate of 94%.
4. Students will increase the Self-Efficacy ratings (how much they believe they can succeed in achieving academic outcomes) from 42% to 47% as measured by the OSD Panorama Survey by the end of the 22-23 school year.
5. Students will increase the Growth Mindset ratings (student perceptions of whether they have the potential to change those factors that are central to their performance in school) from 53% to 57% as measured by the OSD Panorama Survey by the end of the 22-23 school year.
6. Realize a 50% increase in assignment completion (on task, learning behavior) in all students in support and general education classes as documented on six week grade reports throughout the year.
2. Restore attendance rate from 75.9% to pre-pandemic rate of 82.9%.
3. Maintain or exceed current graduation rate of 94%.
4. Students will increase the Self-Efficacy ratings (how much they believe they can succeed in achieving academic outcomes) from 42% to 47% as measured by the OSD Panorama Survey by the end of the 22-23 school year.
5. Students will increase the Growth Mindset ratings (student perceptions of whether they have the potential to change those factors that are central to their performance in school) from 53% to 57% as measured by the OSD Panorama Survey by the end of the 22-23 school year.
6. Realize a 50% increase in assignment completion (on task, learning behavior) in all students in support and general education classes as documented on six week grade reports throughout the year.
Goal
1. Establish consistent and more equitable grading practices for students with IEP/504 or struggling students identified through MDT process.
2. Foster student growth by establishing cross department collaboration.
3. Incorporate opportunities for tutoring during Advisory and Coug Time.
4. Deploy PBIS Tier I interventions for struggling students.
5. Utilize PLC time for cross discipline collaboration.
6. Engage parents as partners in their child’s learning and well-being at school.
2. Foster student growth by establishing cross department collaboration.
3. Incorporate opportunities for tutoring during Advisory and Coug Time.
4. Deploy PBIS Tier I interventions for struggling students.
5. Utilize PLC time for cross discipline collaboration.
6. Engage parents as partners in their child’s learning and well-being at school.
Action Plan
1. Pilot a Social Studies Support class framework in the 22-23 school year to determine if establishing a 1.0 FTE position focused on support is warranted for upcoming year.
2. Working with OSPI and ESD 113, establish a functional MTSS at Capital High School facilitated through the counseling center which includes MDT referral, teacher input and collaboration, Tier I interventions, and early proactive response for struggling students.
3. Utilize new administrative team model to closely monitor attendance patterns and run early interventions for students who demonstrate patterns of chronic tardies and excessive absences.
4. Build on the working partnership with parents and teachers by: ensuring parents are confident in their ability to access and interpret Schoology and attendance reports; teachers updating assignments and grades weekly: and issuing 6 week grade reports for all students not just athletes.
5. Establish a communication plan for consistent and reliable communications (email, text, social media) and outreach to parents and CHS community.
6. Revitalize the Career Center with continuous outreach and opportunities for students to explore post-secondary options.
2. Working with OSPI and ESD 113, establish a functional MTSS at Capital High School facilitated through the counseling center which includes MDT referral, teacher input and collaboration, Tier I interventions, and early proactive response for struggling students.
3. Utilize new administrative team model to closely monitor attendance patterns and run early interventions for students who demonstrate patterns of chronic tardies and excessive absences.
4. Build on the working partnership with parents and teachers by: ensuring parents are confident in their ability to access and interpret Schoology and attendance reports; teachers updating assignments and grades weekly: and issuing 6 week grade reports for all students not just athletes.
5. Establish a communication plan for consistent and reliable communications (email, text, social media) and outreach to parents and CHS community.
6. Revitalize the Career Center with continuous outreach and opportunities for students to explore post-secondary options.
Outcome 3: Advocate for the social, physical and mental wellness of themselves and others and be hopeful about the future.
- Communicate effectively.
- Develop knowledge and skills to have healthy eating habits, have a healthy body image and access reliable health information and services.
- Be physically active and see athletics and exercise as health-enhancing behaviors.
- Understand and apply principles of sound mental and emotional health and learn to identify signs of emotional health concerns such as depression, anxiety and suicidal thinking in self and others.
- Understand how and when to seek supportive mental and emotional health resources for self and others.
- Cultivate healthy relationships that honor each person's personal preferences and boundaries.
- Identify and develop personal strengths and interests.
- Develop the skills and habits to assess the role of technology and social media in their lives and distinguish between healthy and harmful use.
Metric
· We will increase the percentage of students who identify positive feelings from 50% to 55% as measured by the OSD Panorama Survey by the end of the 22-23 school year.
· We will increase the percentage of students who identify how well they regulate their emotions from 53% to 56% as measured by OSD Panorama Survey by the end of the 22-23 school year.
· We will increase the percentage of students who identify supportive relationships at school from 73% to 76% as measured by the OSD Panorama Survey by the end of the 22-23 school year.
· Increase the number of student club offerings from 29 to 36 by second semester.
· Increase the number of students participating in club activities from 60% to 70% by second semester.
· We will increase the percentage of students who identify how well they regulate their emotions from 53% to 56% as measured by OSD Panorama Survey by the end of the 22-23 school year.
· We will increase the percentage of students who identify supportive relationships at school from 73% to 76% as measured by the OSD Panorama Survey by the end of the 22-23 school year.
· Increase the number of student club offerings from 29 to 36 by second semester.
· Increase the number of students participating in club activities from 60% to 70% by second semester.
Goal
1. Establish/revamp the Care Team to a Multi-Disciplinary Team utilizing MTSS protocols to address students needs and foster an environment of support and care based on screeners: Academic, Behavior, Attendance and SEL.
2. Build Social Awareness by developing effective Advisory Lessons via weekly Advisory Team meeting which include: Second Step, Character Strong, SEL, Community Building, Self-Care, Promoting Healthy Lifestyle, Civility and Kindness.
3. Increase the number of student club offerings from 29 to 36 by second semester.
4. Increase the number of students participating in club activities from 60% to 70% by second semester.
2. Build Social Awareness by developing effective Advisory Lessons via weekly Advisory Team meeting which include: Second Step, Character Strong, SEL, Community Building, Self-Care, Promoting Healthy Lifestyle, Civility and Kindness.
3. Increase the number of student club offerings from 29 to 36 by second semester.
4. Increase the number of students participating in club activities from 60% to 70% by second semester.
Action Plan
1. Working with OSPI and ESD 113, establish a functional MTSS at Capital High School facilitated through the counseling center which includes MDT referral, teacher input and collaboration, Tier I interventions, and early proactive response for struggling students.
2. Find dedicated FTE to create a PBIS coordinator position.
3. Revamp the Restorative Justice Center to authentically and effectively deploy the principles of RJ and establish a RJ Action club led by students.
4. Develop effective Advisory Lessons via weekly Advisory Team meeting which include: Second Step, Character Strong, SEL, Community Building, Self Care, Promoting Healthy Lifestyle, Civility and Kindness.
5. Conduct informal survey of students (via Google Docs) to assess value of advisory lessons before the end of first semester.
2. Find dedicated FTE to create a PBIS coordinator position.
3. Revamp the Restorative Justice Center to authentically and effectively deploy the principles of RJ and establish a RJ Action club led by students.
4. Develop effective Advisory Lessons via weekly Advisory Team meeting which include: Second Step, Character Strong, SEL, Community Building, Self Care, Promoting Healthy Lifestyle, Civility and Kindness.
5. Conduct informal survey of students (via Google Docs) to assess value of advisory lessons before the end of first semester.
Outcome 4: Have the skills, knowledge and courage to identify and confront personal, systemic and societal bias.
- Develop an appreciation of world cultures, which may include the understanding of the basic structure of another world language.
- Be well versed in local, national and world history and understand how prejudice, racism and xenophobia have contributed to conflict.
- Demonstrate the ability to recognize that biased attitudes expressed consistently over time gradually distort perceptions until stereotypes and myths about people different from oneself are accepted as reality.
- Empower themselves to interrupt discriminatory remarks and attitudes.
- Evaluate the significance and dependability of information used to support positions.
- Analyze the validity, reliability and credibility of information from a variety of primary and secondary sources while researching an issue or event.
Metric
· We will increase the percentage of how often students learn about, discuss and confront issues of race, ethnicity and culture in school from 28% to 36% as measured by the OSD Panorama Survey by the end of the 22-23 school year.
· We will increase the percentage of how much students feel that they are valued members of the school community from 31% to 40% as measured by the OSD Panorama Survey by the end of the 22-23 school year.
· We will reduce the number of behavior/discipline referrals in second semester (compared to first semester) by 10% with focus on our underserved populations and the unique challenges that contribute to behavior issues.
· We will reduce the exclusion rates of 4-5 days by 10% compared to the 2019-20 rate of 42.1% with focus on our underserved populations and the unique challenges that contribute to behavior issues.
· We will establish a Restorative Justice Action club with a minimum of 15 active student members by the beginning of second semester.
· Will expand our cultural celebrations and acknowledgements to include: Native American History month and National Hispanic Heritage month.
· We will increase the percentage of how much students feel that they are valued members of the school community from 31% to 40% as measured by the OSD Panorama Survey by the end of the 22-23 school year.
· We will reduce the number of behavior/discipline referrals in second semester (compared to first semester) by 10% with focus on our underserved populations and the unique challenges that contribute to behavior issues.
· We will reduce the exclusion rates of 4-5 days by 10% compared to the 2019-20 rate of 42.1% with focus on our underserved populations and the unique challenges that contribute to behavior issues.
· We will establish a Restorative Justice Action club with a minimum of 15 active student members by the beginning of second semester.
· Will expand our cultural celebrations and acknowledgements to include: Native American History month and National Hispanic Heritage month.
Goal
1. Build Cultural and Social Awareness by developing effective Advisory Lessons via weekly Advisory Team meeting which include: learning to recognize racism and bias incidences and learn multiple strategies to interrupt/intervene when such incidences occur; civility and kindness.
2. We will establish a Restorative Justice Action club with a minimum of 15 active student members by the beginning of second semester.
3. We will expand our cultural celebrations and acknowledgements to include: Native American History month and National Hispanic Heritage month.
2. We will establish a Restorative Justice Action club with a minimum of 15 active student members by the beginning of second semester.
3. We will expand our cultural celebrations and acknowledgements to include: Native American History month and National Hispanic Heritage month.
Action Plan
1. Incorporate into an Advisory lesson the importance of the Land Acknowledgement and the local history of Native Americans.
2. We will expand our cultural celebrations and acknowledgements to include: Native American History month and National Hispanic Heritage month.
3. Promote ongoing opportunities for students to participate with groups and clubs that build cultural awareness such as GSA, Pizza Klatch, BSU, RJ Club and other advisory activities.
4. Build Cultural Awareness by developing effective Advisory Lessons via weekly Advisory Team meeting which include: Second Step, Character Strong, SEL, Community Building, Self-Care, Promoting Healthy Lifestyle, Civility and Kindness.
1. Foster Cultural Awareness through teacher professional development, classroom instruction, Advisory Lessons, Club Activities, Extra Curricular events, Assemblies, and visual media/posters/bulletin boards throughout the building.
2. We will establish an Equity/SIP team with representation that matches our demographics and includes student voice with focus on:
a. Disproportionality
b. Student enrollment in advance courses
c. Grading practices
d. Differentiated Instruction
e. Accommodations in the classroom
3. Teachers will engage in using an equity lens in inquiry cycles and student growth during PLC to further their understanding of culturally responsive education.
2. We will expand our cultural celebrations and acknowledgements to include: Native American History month and National Hispanic Heritage month.
3. Promote ongoing opportunities for students to participate with groups and clubs that build cultural awareness such as GSA, Pizza Klatch, BSU, RJ Club and other advisory activities.
4. Build Cultural Awareness by developing effective Advisory Lessons via weekly Advisory Team meeting which include: Second Step, Character Strong, SEL, Community Building, Self-Care, Promoting Healthy Lifestyle, Civility and Kindness.
1. Foster Cultural Awareness through teacher professional development, classroom instruction, Advisory Lessons, Club Activities, Extra Curricular events, Assemblies, and visual media/posters/bulletin boards throughout the building.
2. We will establish an Equity/SIP team with representation that matches our demographics and includes student voice with focus on:
a. Disproportionality
b. Student enrollment in advance courses
c. Grading practices
d. Differentiated Instruction
e. Accommodations in the classroom
3. Teachers will engage in using an equity lens in inquiry cycles and student growth during PLC to further their understanding of culturally responsive education.
Outcome 5: Discover their passions, be curious and love learning.
- Broaden their perspectives and seek out various opportunities to explore new ideas, particularly those areas that are unfamiliar or uncomfortable to find their interests.
- Experience failure, setbacks and disappointments as an expected and honored part of learning.
- Understand and demonstrate the value of service in their community and learning by doing.
- Pursue creative and artistic opportunities as a vocation and/or a form of lifelong enrichment.
Metric
· We will increase the percentage of students who feel they are valued members of the school community from 31% to 40% as measured by the OSD Panorama Survey by the end of the 22-23 school year.
· We will increase the percentage of students who identify positive feelings from 50% to 55% as measured by the OSD Panorama Survey by the end of the 22-23 school year.
· We will increase the percentage of students who identify how well they regulate their emotions from 53% to 56% as measured by OSD Panorama Survey by the end of the 22-23 school year.
· Increase the number of student club offerings from 29 to 36 by second semester.
· Increase the number of students participating in club activities from 60% to 70% by second semester.
· All student will identify personal interests and explore future career paths utilizing Naviance with grade-level progress made towards completion of their grade level HSBP as measured by Naviance.
· Dedicate time in school day for student access to performing arts performances.
· We will increase the percentage of students who identify positive feelings from 50% to 55% as measured by the OSD Panorama Survey by the end of the 22-23 school year.
· We will increase the percentage of students who identify how well they regulate their emotions from 53% to 56% as measured by OSD Panorama Survey by the end of the 22-23 school year.
· Increase the number of student club offerings from 29 to 36 by second semester.
· Increase the number of students participating in club activities from 60% to 70% by second semester.
· All student will identify personal interests and explore future career paths utilizing Naviance with grade-level progress made towards completion of their grade level HSBP as measured by Naviance.
· Dedicate time in school day for student access to performing arts performances.
Goal
1. Increase the number of student club offerings from 29 to 36 by second semester.
2. Increase the number of students participating in club activities from 60% to 70% by second semester.
3. All student will identify personal interests and explore future career paths utilizing Naviance with grade-level progress made towards completion of their grade level HSBP as measured by Naviance.
2. Increase the number of students participating in club activities from 60% to 70% by second semester.
3. All student will identify personal interests and explore future career paths utilizing Naviance with grade-level progress made towards completion of their grade level HSBP as measured by Naviance.
Action Plan
1. Revitalize the Career Center by full staffing and continuous outreach about opportunities for students to explore post-secondary options.
2. Increase opportunities for students to learn about multiple post-secondary options including trade school, apprenticeships, community college and university.
3. Work with students and parents to ensure access and proficiency in navigating Naviance tool.
4. Increase information about clubs and advisory in multiple formats and language.
5. Increase the number of student club offerings from 29 to 36 by second semester.
6. Increase the number of students participating in club activities from 60% to 70% by second semester.
2. Increase opportunities for students to learn about multiple post-secondary options including trade school, apprenticeships, community college and university.
3. Work with students and parents to ensure access and proficiency in navigating Naviance tool.
4. Increase information about clubs and advisory in multiple formats and language.
5. Increase the number of student club offerings from 29 to 36 by second semester.
6. Increase the number of students participating in club activities from 60% to 70% by second semester.
Outcome 6: Be critical thinkers who contribute to and collaborate with our local, global and natural world.
- Participate on teams and know the power of teamwork.
- Demonstrate the ability to engage in inclusive problem solving.
- Advocate for and contribute to local, regional or global improvement by utilizing natural resources in an efficient, sustainable way.
- Use digital tools to constructively learn from and connect with people and communities around the world.
- Gather, interpret and present information in culturally responsive ways.
Metric
· Increase the number of students who participate in the IB English and Social Studies program by 30% compared to 2021-22 levels.
· Increase information about clubs and advisory in multiple formats and language.
· Increase the number of student club offerings from 29 to 36 by second semester.
· Increase the number of students participating in club activities from 60% to 70% by second semester.
· Increase the number of clubs that have a public service component.
· Increase information about clubs and advisory in multiple formats and language.
· Increase the number of student club offerings from 29 to 36 by second semester.
· Increase the number of students participating in club activities from 60% to 70% by second semester.
· Increase the number of clubs that have a public service component.
Goal
1. Foster Cultural Awareness though teacher professional development, classroom instruction, Advisory Lessons, Club Activities, Extra Curricular events, Assemblies, and visual media/posters/bulletin boards throughout the building.
2. Increase the number of students who participate in the IB English and Social Studies program by 30% compared to 2021-22 levels.
3. Increase information about clubs and advisory in multiple formats and language.
4. Increase the number of student club offerings from 29 to 36 by second semester.
5. Increase the number of students participating in club activities from 60% to 70% by second semester.
6. Increase the number of clubs that have a public service component.
2. Increase the number of students who participate in the IB English and Social Studies program by 30% compared to 2021-22 levels.
3. Increase information about clubs and advisory in multiple formats and language.
4. Increase the number of student club offerings from 29 to 36 by second semester.
5. Increase the number of students participating in club activities from 60% to 70% by second semester.
6. Increase the number of clubs that have a public service component.
Action Plan
1. Foster Cultural Awareness though teacher professional development, classroom instruction, Advisory Lessons, Club Activities, Extra Curricular events, Assemblies, and visual media/posters/bulletin boards throughout the building.
2. Increase the number of students who participate in the IB English and Social Studies program by 30% compared to 2021-22 levels.
3. Increase information about clubs and advisory in multiple formats and language.
4. Increase the number of student club offerings from 29 to 36 by second semester.
5. Increase the number of students participating in club activities from 60% to 70% by second semester.
6. Increase the number of clubs that have a public service component.
2. Increase the number of students who participate in the IB English and Social Studies program by 30% compared to 2021-22 levels.
3. Increase information about clubs and advisory in multiple formats and language.
4. Increase the number of student club offerings from 29 to 36 by second semester.
5. Increase the number of students participating in club activities from 60% to 70% by second semester.
6. Increase the number of clubs that have a public service component.